Manning, K., Kinzie, J., & Schuh, J. H. (2014). One size does not fit all: Traditional and innovative models of student affairs practice. (2nd ed.). New York: Routledge (original) (raw)

Bridging the Gap between Theory and Practice in Student Affairs. ASHE Annual Meeting Paper

1987

Problems of bridging the gap between theory and practice in the professional preparation of student affairs practitioners are considered. After briefly discussing the character of professional work and the role of theory and research, attention is directed to problems inherent to the nature of applied educational fields and issues related to the imperfect correspondence between theory and practice. Strategies are recommended concerning professional preparation and successfully connecting theory and practice in the course of graduate education. While many of the examples are specific to student affairs, the assumptions and general processes outlined are presumed to be applicable to the task of applied professional preparation in general. The suggestions for professional preparation include: encourage the role of "personal theorist;" move from the concrete to the abstract, from practice to theory; and move from the abstract to the concrete, from theory to practice. It is suggested that the best place to present theory is with the concrete experience of students, and that inductive methods that move from particulars to general principles are more effective. Strategies to move from the abstract to the concrete might include using a particular theoretical model to critique current campus policies or practices. Included are 15 references. (SW)

The crucial role of student affairs professionals in the learning process

New Directions for Student Services, 2007

Professionals with responsibilities for student affairs can play a major role in the increasing emphasis on academic achievement, student learning, and retention. The outlines of future perspectives on professionalism and personal development can be found in examples from the recent past. The new developments will combine historical perspectives with insights from ongoing changes.

Academic development by way of student affairs: reflections from the first fifty days on the job

International Journal for Academic Development, 2019

This reflection on practice describes the first fifty days of a professional transition from student affairs into academic development. Campus collaborations, educational experiences, and holistic student learning are identified as professional parallels between these two institutional divisions. Professionals from student affairs can uniquely contribute to academic development because of their ability to view the campus as a working system and the student as a whole person. This reflection describes how a student affairs background can be a valuable addition and asset to academic development teams.

Underlying Paradigms in Student Affairs Research and Practice

Student affairs professionals benefit from understanding paradigms, world-views, and ways of being among diverse faculty, staff, and students. It is challenging to understand core differences of paradigms, design student affairs practice and research in congruence with or across specific philosophies , and work effectively with individuals operating in paradigms different from our own. For most, it is more comfortable to develop practice

Enhancing Student Learning with Academic and Student Affairs Collaboration

Community College Enterprise, 2010

As the student affairs profession developed, expanded, and specialized over the last century, a disconnect occurred between student affairs professionals and academics. Despite that separation, the literature on student affairs in higher education supports the need for movement towards collaboration and integration of academic affairs and student affairs-the curricular and the co-curricular. Making the collaboration successful, however, is not without its challenges. A review finds proven partnerships supporting collaboration, including first-year experience programs, learning communities, student life, and service learning. The article investigates how each partnership area contributes to the academic success of the community college student. The article is the result of collaboration between the authors through the Oregon State University doctoral program in Community College Leadership.

Graduate and professional student development and student affairs

New Directions for Student Services, 2006

Historically, student affairs professionals have focused on the needs and development of undergraduate students. The research and theory associated with the development of college students is termed student development theory. This theory draws heavily on research conducted in psychology and sociology. The traditional focus of student affairs frames knowledge about and discussions on student development theory primarily within the context of undergraduate education (see, for instance, Evans, Forney, and Guido-DiBrito, 1998). Learning and development, however, occur across the life span, and many of these theoretical paradigms extend beyond the undergraduate environment and can be applied to students pursuing jgraduate and professional education (see Baxter .